A selection of English ESL literacy printables

Students learning the alphabet need to find four lower-case letters in different fonts and colour them. The colour key is at the top.  The teacher will need to explain that the fonts represent different styles of writing the same letters, in particular g, but learners can look for the key features for each letter.  Could be followed by a handwriting task.

Literacy - Letter recognition g q y p

First page is for learners who are beginning to recognise letters in the English alphabet.  Learners need to circle the same letter, mixed in amongst other letters.
Second page is to match lower and upper case letters for the names of the months, then find them in a wordsearch.

Basic literacy activities for students learning the alphabet

This is a full, engaging, ready-to-use ESL worksheet for ages 9–13 on The History of Money & Transactions. Language is simplified, but the content is rich, exciting, and educational.

FINANCIAL LITERACY: THE STORY OF MONEY AND TRANSACTIONS

This worksheet aims to develop students' information literacy through the use of three thinking tools: KWL, Q-Matrix and Six Thinking Hats. They  learn to search, interpret, analyze and question information and they have the autonomy to decide on their own topics and articles. This activity  can be done either through library research or Web Quest activities. This was developed by Sirhajwan Idek

Information Literacy Tools (KWL, Q-Matrix, Six Thinking Hats)

Introduce young readers to the joy of reading with these Science of Reading Decodable Books! Designed for early learners, these engaging and child-friendly resources make reading practice simple, fun, and effective. Each page includes decodable sentences with clear, easy-to-read fonts and colorful illustrations that capture children’s attention. Perfect for kindergarten, first grade, and struggling readers, this resource helps children build confidence, fluency, and comprehension while enjoying stories they can actually read.

This product is carefully aligned with the Science of Reading approach, ensuring children practice essential phonics skills while developing a love for reading. With sentences such as “I like to play at the park,” children can connect words with meaningful images, reinforcing both sight word recognition and phonics decoding strategies.

Teachers can use these printable decodable books in guided reading groups, literacy centers, or one-on-one intervention sessions. Parents will also find them ideal for homeschooling, homework practice, and bedtime reading. Because the text is repetitive and predictable, even beginning readers will feel successful and motivated.

✨ Why this resource is special:

Science of Reading aligned decodable sentences
Child-friendly illustrations in a colorful, inclusive style
Builds phonics skills, fluency, and comprehension
Encourages independent reading and confidence
Suitable for classroom use, tutoring, or home practice
With these decodable reading passages, children will not only practice phonics but also see themselves reflected in the inclusive and diverse illustrations, making reading both educational and meaningful.

Science of Reading Decodable Books Engaging Early Literacy Resource for Kids

NEW YEAR’S EVE celebration in TIMES SQUARE,  New York , easy  reading,  comprehension, cultural understanding for high school/adults,  mostly present tense.  T/ F questions,

New Year Celebration in Times Square, easy reading, beginners with T/F questions for adults,. Cultural literacy.

I made that in a specific site about word search - educolorir.com - word search about fruits and vegetables for literacy kids age. bla bla bla bla bla bla bla bla bla bla bla bla 

fruits and vegetables

Short text about the earliest forms of communication.  5 questions re punctuation, meaning etc... (In the style of level 2 literacy exam)

The history of communication

Reading and writing practice for entry 1 literacy

Travelling

Helps students practice writing capital letters and lowercase letters.

Capitals and Lowercase Letters

This is a Find Me Someone activity using can/ can't. It is aimed for Pre-Beginner and Beginner students with low literacy skills. It is aimed towards adult ESOL students. It is a good 'get to know' you activity for new students.

Find me someone CAN

We laminated these and put them in sheet protectors. Students completed them during literacy centers. After filling in the speech bubble with an interjection they wrote a related sentence or story above the picture.

Interjections Center Activity

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

37 Literacy English ESL worksheets pdf & doc